Resources

An overview of research in cognitive psychology, linguistics, and teaching science. 1) note taking strategies used by students; 2) the different factors involved in comprehension through note taking; 3) “writing to learn”; 4) the learning contexts that allow effective note taking.

Reviews research on the impact of notetaking and how the review of notes affects student learning. The paper also explores the role that instructors can play, suggesting several specific strategies to support students. 

Short, accessible, review of several recent studies showing that lectures are a pedagogical technique that “favor some people while discriminating against others, including women, minorities and low-income and first-generation college students.” All the more reason for adopting active learning strategies that have proved to be more effective for ALL learners.

Institutions face tremendous potential loss if midcareer employees (like mid-career faculty?) are not happy and productive. Midcareer problems are “pervasive, largely invisible, and culturally uncharted.” 

A brief abridgement (37 pages) of Fink’s best-selling book, "Creating Significant Learning Experiences” (2003). A “workshop” to help faculty through the course-design process step by step.

Faculty and Graduate Students at the University of Arizona published a Literature review on Social Media in Higher Education in 2014. This document includes a good summary and an extensive bibliography.

Field Education supervisors from 6 schools report on different learning community opportunities they facilitated among a selected group of supervisors, regarding each as a “community of practice.”

Based on archival research, this article analyses the pedagogical gestures in Derrida’s (largely unpublished) lectures on hospitality (1995/96), with particular attention to the enactment of hospitality in these gestures. The motivation for this analysis is twofold. First, since the large-group university lecture has been widely critiqued as a pedagogical model, the article seeks to retrieve what may be of worth in the form of the lecture. Second, it is relevant to analyze the pedagogy of lectures that address the topic of hospitality, as there would be a performative contradiction in teaching inhospitably about hospitality.

Hospitality in the classroom and digital pedagogical practices encourage participatory pedagogy and collective action. This model of learning and teaching emphasizes the shared responsibility between all members to contribute to and actively further the intellectual exchange and critical inquiry of the course; indeed, this model of learning can frame how we understand subjectivity itself.